Ickwell Pre-School

Ickwell Pre-School Ickwell Village Hall, Ickwell Green, BIGGLESWADE, Bedfordshire, SG18 9EE

p.1

Inspection date

Previous inspection date 21 January 2015 6 June 2011

p.1

This inspection: Good 2

Previous inspection: Good 2 How well the early years provision meets the needs of the range of children who attend Good 2

p.1

This inspection: Good 2

The contribution of the early years provision to the well-being of children Good 2

p.1

This inspection: Good 2

The effectiveness of the leadership and management of the early years provision Good 2

p.1

This inspection: Good 2

The setting meets legal requirements for early years settings

p.1

This provision is good

 Staff's purposeful teaching methods mean that all children, including those who have special educational needs and/or disabilities make good progress in relation to their starting points.  Children enjoy positive interactions and discussions with staff. As a result, they develop good communication and language skills.  Staff offer children a creative variety of play experiences that motivate them and support them in developing a positive attitude to learning. This prepares them well for the move to school.  Staff work well in partnership with parents. They offer them practical ways to update their children's assessment records. They also provide clear guidance and information that support parents in extending children's learning at home.  Staff offer children healthy snacks. They support them in following effective hygiene routines and understanding the positive effects of exercise, thereby, promoting their

p.1

This provision is good

good health.  The manager is committed to providing high-quality childcare. She supports staff in attending further training and in actively using their new knowledge. This has a positive impact on children as their care and learning is promoted by a confident and knowledgeable staff team.

p.1

It is not yet outstanding because:

 Staff do not always make the most of all routine opportunities to encourage children to develop their skills in critical thinking to the maximum.  Staff do not always organise the outdoor area so that children are able to make independent choices and extend their own play to the optimum.

p.1

What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

p.2

What the setting needs to do to improve further

 extend the opportunities for children to think critically during activities and discussions, for example, by asking more open-ended questions and allowing children additional time to respond  extend children's access to resources in the outdoor area so that they are able to make further independent choices and develop their own play.

p.2

Inspection activities

 The inspector observed activities in both rooms and the outside area.  The inspector talked with members of staff and children at appropriate times during the inspection. She held meetings with the manager of the provision and the nominated person.  The inspector carried out a joint observation with the manager.  The inspector looked at children's assessment records, planning documentation, the provider's self-evaluation information and policies and procedures, including the safeguarding policy.  The inspector took account of the views of parents and carers spoken to on the day of the inspection.

p.2

who attend. This is good

Staff have improved the planning procedures, ensuring that they offer children a wide range of activities that promote their development in all areas of learning. They respond to children's interests, competently adapting the activities. For example, a planned autumn walk is efficiently adapted when children start noticing letters on road signs. In most activities staff encourage children's critical thinking. For example, they support children to work out the most effective construction of a ramp for the tricycles. Occasionally, they do not optimise these opportunities, such as writing words for children rather than encouraging them to write these themselves or to think about the component letters. Staff are well organised and provide good-quality, one-to-one support to children who have special educational needs and/or disabilities. Children benefit from this time and develop their communication skills as they interact with their key person. Good use of local

p.3

who attend. This is good

resources means children enjoy additional learning experiences. They understand the world around them and develop creative skills as they visit nearby woodlands, where they explore the wildlife, make mud slides and fashion musical instruments from sticks.

p.3

good

Staffing arrangements are consistent and staff are deployed well so that they are readily available. This supports children in settling and they build secure attachments to staff, assured that their needs are understood and met. Staff play alongside children and help them to share and take turns. This helps children to understand appropriate behaviour and to build relationships with their peers. Therefore, they have relevant social skills and are emotionally prepared for school. Staff organise indoor areas well so that resources are accessible, enabling children to make independent choices. Children are not always able to make as many choices and extend their play to the optimum in the outdoor area as resources are not so readily accessible. Staff have a good understanding of their responsibilities in safeguarding children. They implement practical policies so that they consistently promote children's safety and well-being.

p.3

provision is good

The manager and management committee have a good understanding of the requirements of the Early Years Foundation Stage. They support staff well through practical supervision. They efficiently identify training needs through supporting staff to attend courses and further their qualifications. This has a positive effect on children. For example, specific language training means that staff now adapt their communication methods to suit each child. The manager's thorough monitoring means that any gaps in children's learning are noted and addressed. For example, staff now offer more opportunities for children to develop their mathematical skills. Robust evaluation leads to pertinent improvements, such as revisions to planning to more clearly identify children's next steps. Staff work well with other childcare providers, exchanging information so that children's care is consistent and their development is promoted.

p.3

Setting details

Unique reference number 219263 Local authority Central Bedfordshire Inspection number 865791

p.4

Type of provision

Registration category Childcare - Non-Domestic Age range of children 0 - 5 Total number of places 33 Number of children on roll 49 Name of provider Ickwell Preschool Committee Date of previous inspection 6 June 2011 Telephone number 01767 627742

p.4

Type of provision

Ickwell Pre-school was registered in 1992. It is situated in a village hall in Ickwell and is managed by a voluntary management committee. The pre-school employs nine members of childcare staff. Of these, one holds an appropriate early years qualification at level 2, and six hold qualifications at level 3 or above. The pre-school opens from Monday to Friday during term time only. Sessions are daily from 9.15am until 12.15pm. There are also afternoon sessions on Monday, Tuesday, Wednesday and Thursday and these run from 12.15pm to 3.15pm, with the option of a lunch club between the two sessions. The pre-school provides funded early education for two-, three- and four-year-old children.

p.4

Type of provision

This inspection was carried out by Ofsted under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and care, known as the Early Years Foundation Stage.

p.4

Type of provision

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection.

p.4

Type of provision

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

p.5

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

p.5